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Different types of traumatic stress, their symptoms in students, and…

- - - - Poverty can also lead to chronic absences, behavior outbursts and feelings of hopelessness.
        
        Signs and symptoms of students in poverty:
        -Insufficient hygiene
        -Old and torn clothing
        -Hungry
        -Tired and fatigued
        -Anxious, depressed, angry, scared
        -Not trusting
        -Physically and emotionally needy.
        
        Poor Kids, Frontline Documentary https://www.pbs.org/wgbh/frontline/fil/poor-kids/
      - Children living in poverty can feel the same type of stress an adult feels after a car wreck.
    - - Ways to Help Students Living in Poverty.
        
        Reach out to their family. Bruild relationships with families, connect them to resources and let them know you are there for their children.
        
        Expect all students to achieve. Having high expectations for students empowers them to take control of their learning. Help them set goals and meet regularly to see how those goals are being met and what the barriers are to achieving them.
        
        Take them places and expose them to careers and education opportunities. Bring in professionals to speak to the class. Let them know of different career options. Take them on field trips, virtually or in person.
        
        Social and emotional skills. Teach the class breathing techniques and ways to manage anxiety and anger. Have a calming corner and classroom circles to discuss expectations for how we treat each other in class. Make the classroom as safe and predictable as possible.
        
        Create a positive classroom culture. Help children celebrate moments in their lives such as birthdays that they might not otherwise get to celebrate. Build a nurturing classroom culture.
        
        Physiological needs. Children must have those met before they are able to learn. Federal law allows schools to provide breakfast and lunch for students whose families meet federal poverty guiltiness. If children have all their physical needs met, they will be more likely to succeed in school.
- - - - Sleep issues (insomnia)
        
        Get up at the same time everyday.
        
        Reduce naps and have a consistent bedtime.
        
        Do regular exercise.
        
        No eating and drinking right before bedtime.
        
        Avoid activities in bed, for example watching television.
        
        Create your bedroom environment comfortable.
        
        Listen to relaxing music and take deep breaths.
      - -Low self-esteem
        Play self-esteem games.
        Implement positive self-talk.
      - -Eating Disorders
        
        Build a positive relationship with the student.
        
        Talk with the student in a supportive way.
        
        Avoid commenting on body appearance.
        
        Normalize healthy eating.
        
        Be flexible and understanding with assignment completion.
        
        Work with parents and school supports.
        
        Provide counseling opportunities.
        
        Teach realistic body images.
      - -Depression
        
        Build relationships with the student.
        
        Avoid negative techniques such as punishment, sarcasm, or passive-aggression.
        
        Provide flexibility in assignment schedules.
        
        Give opportunities for successful leadership.
        
        Schedule cheerful activities.
        
        Consult with school counselors and psychologists.
        
        Collaborate with the family.
      - -Anxiety
        
        Talk with the student privately about anxiety symptoms.
        
        Create a safe space where the student can express anxiety.
        
        Allow preferential seating.
        
        Give extra time and notice before transitions.
        
        Write instructions in addition to spoken directions.
        
        Frequently check in for clear understanding.
        
        Break down tasks into smaller pieces.
        
        Provide extended time for tests.
        
        Play soft and soothing music.
        
        Encourage the student to eat healthy.
      - -Aggression
        
        Avoid confrontation and suggest a private meeting with a student.
        
        Reduce competition and increase cooperation.
        
        Use nonverbal signals rather than simple commands.
        
        Provide highly individualized activities such as guitar lessons or individual sports.
        
        Give consistent supervision.
        
        Keep accessing behavior.
        
        Recognize the warning signs of aggression to prevent incidents.
      - -Poor social skills
        
        Lead by good examples.
        
        Give classroom jobs to students for responsibility and cooperation.
        
        Provide an opportunity to practice what students have learned by role play.
        
        Encourage students to become pen-pals with students from another school.
        
        Assign large and small group activities.
        
        Use a big buddy system to learn how to communicate with different age groups.
        
        Have class meetings to demonstrate leadership, solve problems and take responsibility.
        
        Give explicit instructions.
        
        Fun activities to practice social skills (video)
      - References
        
        Eating Disorder Strategies. Eating Disorder Strategies | Teach Special Education. https://www.teachspeced.ca/eating-disorder-strategies.
        
        Guetzloe, E. (2006, March). Practical strategies for working with students who display aggression and violence. https://cyc-net.org/cyc-online/cycol-0306-guetzloe.html.
        
        Khatri, M. (2019, August 30). 10 Tips To Get You Sleeping Again. WebMD. https://www.webmd.com/women/guide/insomnia-tips.
        
        pathway2success. (2019, January 5). Helping Kids with Feelings of Anxiety & Worry. The Pathway 2 Success. https://www.thepathway2success.com/helping-kids-with-feelings-of-anxiety-worry/.
        
        Physical Abuse/Trauma. Nationwide Children's Hospital. https://www.nationwidechildrens.org/conditions/physical-abuse-trauma.
        
        6 Ways Teachers Can Help Fight Depression and Mental Health Disorders. IBCCES. (2020, April 17). https://ibcces.org/blog/2019/03/12/teachers-fight-depression-mental-health-disorders/.
        
        10 Ways to Teach Social Skills in Your Classroom. The Inclusive Class. (2015, August 5). http://www.theinclusiveclass.com/2015/08/10-ways-to-teach-social-skills-in-your.html.
- - - - Suicidal thoughts or suicide attempts
      - Unexplained weight loss or gain
      - Trouble sleeping at night
      - Unexplained stomachaches or headaches
      - Withdrawing from friends and family in real life
      - Abruptly shutting off or walking away from the computer mid-use
      - Unexplained anger or depression, especially after going online
      - Unwillingness to share information about online activity
      - Seems uneasy about going to school or pretends to be ill
      - Appears nervous when receiving a text, instant message, or email
    - - Discontinued use of their smartphones
      - Getting emotional while using their smartphone, or afterward
      - Being secretive or avoiding discussions about their online lives
      - Avoiding school or social activities
      - Changes in grades, mood, behavior, sleep, or appetite
  - - - A few more things you can do:
        
        Help them stay connected to supportive family and friends both online and offline.
        
        Advise them not to reply to any messages from a bully. Often if bullies don’t receive a response they will give up.
        
        Help them to collect evidence of the cyberbullying material.
        
        Report the cyberbullying material to the website administrator or social media service. If the site or app does not remove the content within 48 hours, report it to the eSafety Commissioner —they will work with the service to get the content removed.
        
        Encourage them to ‘block’ the bully.
        
        Talk to your teenager’s school if another student is involved.
      - More than half of teens have witnessed cyberbullying on social media.
        
        Talking with your child about what it means to be an “upstander” (as opposed to a bystander) is a great way to help stop cyberbullying.
        
        Some children assume that if they report bullying they will be seen as a tattletale, while others are afraid to stand up to a bully for fear they may become the next victim.
        
        Talking through the following tactics will help your child approach the situation with confidence:
        
        Question the bully’s behavior or redirect the conversation by changing the subject.
        
        Ask other friends to help stop the bully’s behavior.
        
        Reach out to the victim personally to let them know you don’t agree with the bully’s behavior and ask how you can support them.
        
        If your teenager doesn’t feel comfortable talking to you or someone they know, encourage them to contact Kids Helpline, for free and confidential online and phone counselling 24 hours a day, seven days a week.
        (in Australia)
    - - Can lead to:
        
        Is linked to various types of post traumatic stress disorder post-traumatic stress disorder (PTSD) symptoms, both for victims and perpetrators
        
        It has been suggested that there may be some overlap between traditional bullying and cyberbullying.
        
        The impact of amplifying symptoms of depression
        
        "The bullying can be viral and persistent. To really be bullying, it has to be personal -- a directly negative comment attempting to make the person feel bad."
        
        Significantly higher severity of anger, and fantasy dissociation than those who were not bullied.
        
        Cyberbullying had an adverse impact. It's real and should be assessed," Harvey, 2010.
        
        Linked to greater emotional, psychological, and physical distress, symptomatology, and pathology in children.
        
        Studies have shown that bullying can have long-term consequences on children and even into their adult years (Gladstone, Parker & Malhi, 2006).
- - - - References
- - - - Teasing
      - Name-calling
      - Inappropriate sexual comments
      - Taunting
      - Threatening to cause harm
    - - Telling other children not to be friends with someone
      - Spreading rumors about someone
      - Embarrassing someone in Public
      - Leaving out someone on purpose
    - - Hitting/kicking/pinching
      - Spitting
      - Tripping/Pushing
      - Taking or breaking someone's things
      - Making Mean or rude hand gestures
  - - - Walk Away- If possible, remove yourself from the situation immediately
      - Say"Stop"-If it feels safe, tell the aggressor to stop in a firm but calm way
      - Keep Cool- Try to control your emotions in the moment. Showing fear or anger may egg on the aggressor
      - Don't Fight- Try not to fight or bully back in response
    - - Tell a Friend -Don't keep the bullying a secret. Tell a friend and ask for support
      - Report to an Adult- Tell a trusted adult what has happened. Adults need to know about bullying behavior so they can support you and take action to stop it
    - - Find Safe Spaces- Try to avoid "danger zones" where bullying is likely to take place
      - Practice Responding Reflect on how you might react to bullying in the future and rehearse those responses with a trusted friend or adult.
      - Express Your Feelings- Keep a diary or journal- written, electronic or video- where you can record your private thoughts and feelings.
      - Reach Out- Find new friends, hobbies or interests that occupy your time in positive ways and make you feel good about yourself.
- - - - Make it known that your classroom is a safe space where students can talk to you about any issues they might have.
        
        Doing this is very important in helping students with their healing journey
      - Think about potential triggers (such as images, stories, or videos) for students and avoid including them in lesson plans
    - - Remember the aforementioned signs to look out for at school. Observe students during lessons, but also observe them during breaks or recess when you can.
    - - Actively listen to students. Show you care for them and can empathize. Make sure you assure them that domestic abuse issues at home are not their fault
      - Be a source of support for your students. This is important to help students start the healing process and learn how to become more resilient.
    - - Be aware of school protocol. If students seek support and share details about domestic abuse at home, assess the situation and determine whether students need to be referred to professionals such as a psychologist or social worker.
      - When in doubt, speak with a superior (e.g. vice principal, principal, headmaster)
  - - - Boys who witness their fathers abusing their mothers are more likely to become violent to their partners in the future. Girls who witness their mothers putting up with domestic abuse tend to expect and put up with violence in intimate relationships.
  - - - Domestic abuse can include harrassment, stalking, online/digital abuse, physical abuse, sexual abuse, psychological abuse and/or emotional abuse, and coercive control (intimidation, degradation, isolation).
- - - - Natural disasters include hurricanes, earthquakes, tornadoes, wildfires, tsunamis, and floods, as well as extreme weather events such as blizzards, droughts, extreme heat, and wind storms.
      - How do natural disasters affect students?
        
        Living in a shelter or home under repair
        
        Family financial stress
        
        Disruption to school schedule or moving to a new school entirely
        
        Family emotional stress
        
        Loss of home and cherished belongings
        
        Injury or loss of loved ones
        
        Injury and loss of pets
      - Emotional/psychological effects:
        
        Anxiety
        
        PTSD
        
        Depression
        
        Potential for substance abuse
        
        Decline in academic performance
        
        Increased clinginess
        
        Difficulty with
        behavioral control
        
        Withdrawal and isolation
        
        Aggressive behavior
      - How to support students following a natural disaster
        
        Schools that rebounded the fastest after disasters acknowledged the disruption and distress of both students and staff members and provided flexible supports for both
        
        Schools use substitutes and volunteers to take over classes for teachers who needed to speak with family members or home contractors to supervise their own recovery and allowed more flexible schedules for students who were needed to help their families during reconstruction.
        
        Children recover most easily when schools and districts provide broad help for both adults and students, rather than asking the teachers to put aside their own trauma on the students' behalf.
        
        Students should be properly screened for comorbid psychological issues such as PTSD, anxiety, and depression. These students should take priority in early intervention efforts.
        
        Schools serve as a crucial setting for healing in a non-clinical setting. It is a safe and familiar environment that helps them return to a feeling of normalacy and doesn't have the same stigma as a clinical setting.
        
        Social support from adults, teachers, and peers serves as a protective factor against some of the more negative symptoms following a natural disaster.
        
        Technology can be implemented to provide mental health support to under resourced areas where in person care is much more difficult to source, especially with a large population of children.
        
        Incorporate CBT (Cognitive Behavior Therapy) with the following components:
        
        Psychoeducation
        
        • Relaxation skills
        
        • Affect modulation
        
        • Coping skill enhancement
        
        • Exposure
        
        • Trauma narrative
        
        • Techniques to enhance future safety and/or development
        
        • Garnering of social support
        
        • Parent involvement
- - - - violence
      - natural disaster
      - sexual assault
      - wartime combat
      - abuse
    - - symptoms may include
        
        recurring nightmares and sleep issues
        
        hypervigilance and anger
        
        depression
        
        fear
        
        irritability
        
        aggression
        
        difficulty concentrating and remembering things
  - - - More likely to experience bullying, social isolation, and abuse- physcial, sexual and mental , and depression
      - Smply having ASD can be traumatic itself- constantly being overwhelmed by sensory experiences, insomnia, feeling marginalized by society because you are different.
  - - - this is the therapy that is used for children who have experienced trauma
      - it involves children and parents in talk therapy and education
      - learn what trauma is.
      - how to navigate tricky situations
      - communication tools
      - calming techniques
    - - Trauma narrative will be difficult for them as it is hard for them to communicate past experiences
      - The therapist may need to make a story or utilize technology to make a story (ipad/video clips)
      - Explicitly teach self-regulation strategies in order to curb more disruptive behavior that may be caused by the narrative of the "story".
      - Explore alternative means for the student to share their experience in therapy
        
        puppets
        
        visuals
        
        drawing
        
        play with their own toys from home
        
        sensory activities- playdough, sand
        
        If the ASD child has learned how to talk about their trauma story and their narrative, make sure that they know that it is not "safe" to discuss this with everyone
        
        Individuals with ASD struggle with distinguishing socially appropriate interactions from inappropriate ones.
        
        They may want to share their trauma story with someone that may be considered un-safe-- a stranger or a peer.
        
        This could then in itself cause more trauma- further abuse, bullying, etc.
      - ASD children take longer to show signs of improvement from the therapy.
- - - - memory loss or retention problems
      - trouble writing, organizing & planning
      - changes in emotional and behavioral self-regulation
      - changes in physical ability, coordination or motor skills, frequent headaches or sensitivity to stimuli
      - delayed or altered cognition/responsiveness
      - Strategies to assist students struggling with TBI damage
        
        With consent to release and discuss the student's health, the PLC should:
        
        share observations and new/updated information about the student's condition from parents or healthcare providers
        
        work together with the student and family to establish a care plan and timeline for any necessary special services to meet the student's needs
        
        be mindful of student's symptoms and periodically re-asses and evaluate progress & struggles
        
        Cognitive/Academic
        
        when the student first returns to school start off with refreshing general cognitive skills, such as flexible thinking and organization instead of academic content - focus on the student's strengths and build on those skills
        
        adjust the schedule as needed to avoid fatigue (for example: shorten their day, allow for breaks and rest periods, and schedule hardest classes earlier, when the student is most alert)
        -remove as many distractions as possible from the learning environment
        
        use edTech in the classroom such as computer-assisted learning tools, and digital aid devices
        
        allot extra time for assignments and tests
        
        help students write memos and organize their tasks
        -give students access to pre-written class notes
        
        give easy to read verbal AND written instructions and study guides
        
        give multiple options for students to demonstrate their understanding and mastery of a subject
        
        Socio-Emotional/Behavioral
        
        give praise and positive reinforcement for good behavior and academic achievements
        
        empathetically acknowledge student’s frustration, anger or emotional outbursts
        
        design a system of consistency among colleagues
        
        refrain from negatively criticizing or punishing students, instead redirect negative behavior
        
        collaborate with student's family on a behavior management plan
        
        set reasonable expectations
        
        adjust seating arrangement to make student comfortable and set them up for success away from possible distractions
    - - "[...]in some cases, a concussion can affect multiple aspects of a student’s ability to participate, learn, and perform well in school. In turn, the experience of learning and engaging in academic activities that require concentration can actually cause a student’s concussion symptoms to reappear or worsen. Given this inter-relationship, and the way concussion effects can vary across students, academic adjustments need to be tailored to each student’s specific circumstances." (Davies et al., 2019)